PMIEF Project Management Kit For Primary School Practice Guide For School Teachers

Project Management Kit for Primary School: Practice Guide for School Teachers
Copyright PMI® Northern Italy Chapter, 2014 – UK.01 - Available at no cost but only for non commercial use – S. 1
Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

overview thinking thinking ca,on ra,on evalua,on informa,on
Scenario of 21st

century learning
”We are currently preparing students 21st century most

important skills
for jobs that don’t yet exist in order
to solve problems we don’t even know Document
primary objec,ves
are problems yet”.

Links with PM kit
for primary school
Document
structure & content
Richard Riley
Document authors
(6th US Secretary of Education) & distribu,on
Links with an inter-‐

chapter program

Scenario of 21st

In 21st century learning, students have almost century learning
unlimited access to information from libraries,

21st century most
textbooks, and digital materials. On the other important skills
hand, many students lack the skills to benefit

Document
from this abundance of information. primary objec,ves
Links with PM kit

for primary school
As educators prepare students for this new
global society, teaching the core subjects - Document
structure & content
math, social studies, arts - must be enhanced
by incorporating the life skills needed to be Document authors
& distribu,on
successful citizens and leaders of tomorrow.
chapter program

Scenario of 21st

During the last ten years, many studies have been focused century learning
on the questions about how to move 21st century education

21st century most
forward. Thanks to the joint efforts of many national and important skills
international organizations (see the seventh section of this

Document
document) different clusters of life skills were identified. primary objec,ves
Over the years, there was a progressive convergence on a

subset of four skills considered as the most important.
Links with PM kit
for primary school
reative thinking
Document
This framework structure & content
ritical thinking
is known as the
“Four Cs” ommunication Document authors
& distribu,on
ollaboration
chapter program

Scenario of 21st

This document forms an integral part of the PM Kit for century learning
Primary School, a methodological framework conceived by

21st century most
important skills
a team of school teachers and volunteers of the PMI NIC
since from 2007. The document primary objectives are: Document primary
objec,ves
Provide the teacher a set of guidelines for the

Links with PM kit
use of the project management best practices for primary school
as a means to develop the students’ life skills.

Document
structure & content
Create the conditions for an ex-post analysis

of the project experience in order to evaluate Document authors
& distribu,on
its effects on the students’ learning curve.

chapter program

In order to develop and assess the 21st century skills, each Scenario of 21st
century learning
element of the “Four Cs” model is correlated with the four

21st century most
phases and seven tools of the following project life cycle. important skills
Document
Execution primary objec,ves
Creation Planning Closing
& Control
Project
identity card
Links with PM kit
for primary school
Brainstorming Activity tree Project
traffic-lights
Product 1
Product 2
Document
Product 3
Product 4
structure & content
Mind map Project Lessons Document authors

calendar learned & distribu,on

chapter program

Scenario of 21st

This document is logically subdivided into seven sections: century learning
Section 1: introduction to the document objectives, 21st century most

approach, reference models, contents and authors important skills
Sections 2, 3, 4, 5: summary of the “Four Cs” model Document

and guidelines for stimulating the following skills: primary objec,ves
ü  Creative thinking

ü  Critical thinking Links with PM kit
for primary school
ü  Communication
ü  Collaboration Document
structure & content
Section 6: criteria for assessing the effects of the
project experience by the school teacher
Document authors
& distribu,on
Section 7: references to the source of information
related to the “Four Cs” model and its application
chapter program

Scenario of 21st

century learning
The document, whose intellectual property rights
belong to the PMI-NIC, has been authored by: 21st century most
important skills
•  Walter Ginevri: President of the PMI Northern Italy
Chapter and designer of the Project Management Kit Document
primary objec,ves
•  Mariù Moresco: Teacher of a public primary school and
designer/experimenter of the Project Management Kit
Links with PM kit
for primary school
The distribution is free and can be done through Document

structure & content
the website of the PMI® Educational Foundation
(www.pmief.org) by compiling a specific request and Document authors
& distribu,on
assuring the non-commercial use.

chapter program

This document resulted from “Projects in Bloom”, a joint Scenario of 21st
century learning
program aimed at spreading project management practices

21st century most
in the primary school through to the collaboration among important skills
the PMI Chapters of Northern Italy, France and Portugal.

Document
primary objec,ves
The expected benefits of this inter-chapter program are:

Links with PM kit
•  Criteria for assessing the effects on learning processes for primary school
•  Recognition awards for the school teachers and students

Document
structure & content
•  Guidelines for assuring the best preparation of PM Tutors
•  Communication tools for sharing experiences and results Document authors
& distribu,on
•  Food for thought on the project management discipline
chapter program

Crea,ve thinking
skills
“The illiterate of the 21st Century Crea,ve thinking

vs Crea,on phase
are not those who cannot read or
write, but those who cannot learn, Crea,ve thinking
vs Planning phase
unlearn and relearn”.

Crea,ve thinking
vs Execu,on phase
Crea,ve thinking
vs Closing phase
Alvin Toffler
(American writer and futurist)

Creative thinking skills*

Crea,ve thinking
skills
Crea,ve thinking
vs Crea,on phase
Think •  Use a wide range of idea creation

creatively techniques (such as brainstorming) Crea,ve thinking
vs Planning phase
•  Create new and worthwhile ideas (both

Crea,ve thinking
incremental and radical concepts) vs Execu,on phase
•  Elaborate, refine, analyze, and evaluate Crea,ve thinking

vs Closing phase
original ideas to improve and maximize
creative efforts

* Source: Copyright ® Partnership for 21 Century Skills, www.p21.org

st


Creative thinking skills*

Crea,ve thinking
skills
Crea,ve thinking
•  Develop, implement, and communicate new vs Crea,on phase
Work ideas to others effectively

creatively Crea,ve thinking
vs Planning phase
with others •  Be open and responsive to new and diverse
perspectives; incorporate group input and Crea,ve thinking
feedback into the work vs Execu,on phase
•  Demonstrate a high level of originality and Crea,ve thinking

vs Closing phase
inventiveness in work
•  View failure as an opportunity to learn

st


Creative thinking versus Creation phase

Crea,ve thinking
skills
Project •  In the first step of the school project, creative Crea,ve thinking
identity card vs Crea,on phase
thinking can be stimulated within the ideation of
the logo and the choice of an engaging name for
the project identity card. Crea,ve thinking
vs Planning phase
Brainstorming •  Brainstorming is a collaborative and powerful tool

Crea,ve thinking
for the generation of new ideas within a context vs Execu,on phase
in which creative thinking can emerge in complete

freedom. Crea,ve thinking
vs Closing phase
Mind map •  The elaboration of the mind map allows to analyze

and integrate the previously generated ideas.
•  Creative thinking can open new branches and sub-

branches to be added to the basic mind map.


Creative thinking versus Planning phase

Crea,ve thinking
skills
Activity tree •  Creative thinking helps to identify the activities Crea,ve thinking
vs Crea,on phase
necessary to generate the project products and
it can be stimulated to imagine alternative ways
to generate the same product. Crea,ve thinking
vs Planning phase
Project •  Creative thinking is needed for the progressive Crea,ve thinking

calendar
elaboration of the project calendar because it vs Execu,on phase
helps to think about the future and imagine the

possible paths to build the project products in a Crea,ve thinking
vs Closing phase
cooperative way and put them together to achieve
the common goal.


Creative thinking versus Exec. & Control phase

Crea,ve thinking
skills
Project •  Creative thinking can be stimulated to the search Crea,ve thinking

traffic-lights vs Crea,on phase
Product 1
of alternative solutions in cases where students
Product 2
Product 3 are faced with large delays or unexpected events

that do not allow to respect the target date.
Product 4
Crea,ve thinking
vs Planning phase
Activity tree •  To assure a flexible use of the project tree and Crea,ve thinking
Project calendar, creative thinking enables, not only the vs Execu,on phase
calendar
identification of the needed adjustments during
the project execution, but also the discover of Crea,ve thinking
vs Closing phase
new ideas and activities that can add value to the
original project.


Creative thinking versus Closing phase

Crea,ve thinking
skills
Lessons Creative thinking can be stimulated in order to: Crea,ve thinking

learned vs Crea,on phase
•  recognize the originality of the project work;
•  imagine new projects on the basis of the results Crea,ve thinking
and experience of the completed project; vs Planning phase
•  perceive errors as an opportunity to improve and

Crea,ve thinking
learn something new; vs Execu,on phase
•  evaluate the implemented ideas to capitalize the

effort spent and the collaboration with the other Crea,ve thinking
vs Closing phase
students.

Cri,cal thinking
skills
“Education is not the learning of Cri,cal thinking

vs Crea,on phase
many facts, but the training of the
mind to think something that cannot Cri,cal thinking
vs Planning phase
be learned from textbooks”.

Cri,cal thinking
vs Execu,on phase
Cri,cal thinking
vs Closing phase
Albert Einstein
(German physicist and Nobel prize)

Critical thinking skills*

Cri,cal thinking
skills
Reason
effectively Cri,cal thinking
•  Use various types of reasoning (inductive, vs Crea,on phase
deductive, etc.) as appropriate to the

situation
Cri,cal thinking
vs Planning phase
Cri,cal thinking
vs Execu,on phase
Use systems
thinking
•  Analyze how parts of a whole interact Cri,cal thinking
vs Closing phase
with each other to produce overall
outcomes in complex systems

st


Cri,cal thinking
skills
•  Effectively analyze and evaluate

Cri,cal thinking
vs Crea,on phase
evidence, arguments, claims, and beliefs

Make judgments
and decisions •  Analyze and evaluate major alternative
Cri,cal thinking
vs Planning phase
points of view
•  Synthesize and make connections Cri,cal thinking
vs Execu,on phase
between information and arguments

•  Interpret information and draw Cri,cal thinking
vs Closing phase
conclusions based on the best analysis
•  R e f l e c t c r i t i c a l l y o n l e a r n i n g
experiences and processes

st


Cri,cal thinking
skills
Cri,cal thinking
vs Crea,on phase
•  Solve different kinds of unfamiliar

Solve
problems problems in both conventional and Cri,cal thinking
vs Planning phase
innovative ways
Cri,cal thinking
vs Execu,on phase
•  Identify and ask significant questions
that clarify various points of view and
Cri,cal thinking
lead to better solutions vs Closing phase

st

Critical thinking versus Creation phase

Cri,cal thinking
skills
Project •  Critical thinking helps to evaluate the coherence Cri,cal thinking

identity card vs Crea,on phase
and feasibility of the project objectives. It is
also useful to identify and share common rules
within the team of students. Cri,cal thinking
vs Planning phase
Brainstorming •  Since the use of brainstorming is typically aimed

Cri,cal thinking
at enabling divergent thinking (all ideas are good) vs Execu,on phase
critical thinking should be suspended in this step.
Cri,cal thinking
vs Closing phase
Mind map •  Critical thinking plays a fundamental role in this

step, not only for the evaluation and selection of
the ideas generated during the brainstorming, but
also for the logical arrangement of the selected
ideas on the branches of the mind map.

Critical thinking versus Planning phase

Cri,cal thinking
skills
Activity tree •  The deductive reasoning is essential for deriving Cri,cal thinking
vs Crea,on phase
the activities needed to generate the products of
the school project. In addition, critical thinking
supports the estimation of the time needed for Cri,cal thinking
vs Planning phase
executing each activity.
Cri,cal thinking
Project •  In the construction of the project calendar, it is vs Execu,on phase
calendar
necessary to comprehend the logical relationships
among the activities (systems thinking) and put Cri,cal thinking
them in sequence or in parallel. Critical thinking vs Closing phase
helps to examine the coherence of project paths

and maybe find alternative ways to achieve the
same objective.

Critical thinking versus Exec. & Control phase

Cri,cal thinking
skills
Project •  Critical thinking can be practised, both for the Cri,cal thinking
traffic-lights vs Crea,on phase
Product 1
single evaluations of the state of the art of the
Product 2
Product 3 products to be delivered, both for the evaluation

of the state of the art of the project as a whole
Product 4
Cri,cal thinking
vs Planning phase
(inductive reasoning).
Cri,cal thinking
Activity tree •  Many forms of critical thinking (e.g. deductive and vs Execu,on phase
Project inductive reasoning) can be practised to identify
calendar
the needed adjustments of the project plan in the Cri,cal thinking
work in progress. In case of unexpected events vs Closing phase
or emerging problems, critical thinking facilitates

the search of solutions taking into consideration
all points of view.

Critical thinking versus Closing phase

Cri,cal thinking
skills
Lessons Critical thinking can be stimulated in order to: Cri,cal thinking

learned vs Crea,on phase
•  reflect on acquired experiences and work done;
•  retrace mentally the project in order to come to Cri,cal thinking
conclusions based on the information acquired; vs Planning phase
•  imagine the results that would be obtained if the

Cri,cal thinking
project team had taken different decisions; vs Execu,on phase
•  make connections between the work done and new

projects that can be implemented in the future; Cri,cal thinking
vs Closing phase
•  ask questions that clarify different points of view
in order to identify opportunities of improvement.

Communica,on
skills
Communica,on
“Culture is not a storeroom supplied vs Crea,on phase
with data, but our mind’s ability of Communica,on

vs Planning phase
understanding life”.
Communica,on
vs Execu,on phase
Communica,on
vs Closing phase
Antonio Gramsci
(Italian writer and political theorist)

Communica,on
Communication skills* skills
•  A r t i c u l a t e t h o u g h t s a n d i d e a s Communica,on
vs Crea,on phase
effectively using oral, written, and
Communicate nonverbal communication skills Communica,on
clearly vs Planning phase
•  Listen effectively to decipher meaning,
including knowledge, values, attitudes, ..) Communica,on
vs Execu,on phase
•  Use communication for a range of
purposes (e.g. to inform, persuade, ..) Communica,on
vs Closing phase
•  Use multiple media and technologies,
•  Communicate effectively in diverse
environments (multilingual/multicultural)

st


Communica,on
Communication versus Creation phase skills
Project Behaviors that the teachers can suggest to the Communica,on

vs Crea,on phase
identity card
students in order to promote communication:
•  express freely one’s ideas Communica,on

vs Planning phase
•  listen actively other students’ ideas

Brainstorming
•  don’t criticize other ideas Communica,on
vs Execu,on phase
•  patiently wait one's turn

•  keep to the point Communica,on
vs Closing phase
•  avoid repetitions
Mind map
•  use an appropriate language


Communica,on
Communication versus Planning phase skills
Activity tree Behaviors that the teachers can suggest to the Communica,on
vs Crea,on phase
•  ask for explanations and clarifications

Communica,on
vs Planning phase
•  provide explanations and clarifications

Project
calendar •  motivate clearly one’s ideas Communica,on
vs Execu,on phase
•  use appropriate terms

•  learn new expressions and words Communica,on
vs Closing phase
•  use clear and accurate graphics

Communica,on
Communication versus Exec. & Control phase skills
Project
traffic-lights
Behaviors that the teachers can suggest to the Communica,on
vs Crea,on phase
Product 1
Product 2
Product 3
•  motivate own fellows towards common goal

Product 4
Communica,on
vs Planning phase
•  recognise and exploit useful information

Activity tree
Project
•  ask for assistance in case of difficulty Communica,on
vs Execu,on phase
calendar
•  describe situations with objectivity
•  don’t hide problems and doubts Communica,on
vs Closing phase
•  inform other students about the work done

Communica,on
Communication versus Closing phase skills
Lessons
learned
Behaviors that the teachers can suggest to the Communica,on
vs Crea,on phase
•  report clearly (who, when, why, what, ..)

Communica,on
vs Planning phase
•  pay attention to other students’ stories

•  recount personal and collective experiences Communica,on
vs Execu,on phase
•  use simple words to describe one’s emotions

•  compare experiences and share conclusions Communica,on
vs Closing phase

Collabora,on
skills
“The whole art of teaching is only the Collabora,on

vs Crea,on phase
art of awakening the natural

curiosity of young minds for the
Collabora,on
vs Planning phase
purpose of satisfying it afterwards”.

Collabora,on
vs Execu,on phase
Collabora,on
vs Closing phase
Anatole France
(French poet, journalist, and novelist)

Collabora,on
Collaboration skills* skills
•  Demonstrate ability to work effectively Collabora,on

vs Crea,on phase
and respectfully with diverse teams

Collaborate Collabora,on
with others •  Exercise flexibility and willingness to be
vs Planning phase
helpful in making necessary compromises

Collabora,on
to accomplish a common goal vs Execu,on phase
•  Assume shared responsibility for Collabora,on

vs Closing phase
collaborative work, and value the
individual contributions made by each
team member

st

Collabora,on
Collaboration versus Creation phase skills
Project
identity card
Behaviors that the teachers can suggest to the Collabora,on
vs Crea,on phase
students in order to promote collaboration:
Collabora,on
•  encourage others to express their ideas vs Planning phase
•  integrate own’s ideas with other ideas

Brainstorming
•  listen actively other students’ ideas Collabora,on
vs Execu,on phase
•  don’t criticize other ideas

Collabora,on
vs Closing phase
Mind map

Collabora,on
Collaboration versus Planning phase skills
Activity tree Behaviors that the teachers can suggest to the Collabora,on
vs Crea,on phase
Collabora,on
•  be wide open to other students’ proposals vs Planning phase
•  discuss and negotiate possible solutions

Project
calendar •  share responsibilities and roles Collabora,on
vs Execu,on phase
Collabora,on
vs Closing phase

Collabora,on
Collaboration versus Exec. & Control phase skills
Project
traffic-lights
vs Crea,on phase
Product 1
Product 2
Product 3
Collabora,on
•  know how to work with different teams
Product 4
vs Planning phase
•  be flexible
Activity tree
Project
•  negotiate common goals Collabora,on
vs Execu,on phase
calendar
•  share responsibilities
•  value everyone’s contribution Collabora,on
vs Closing phase

Collabora,on
Collaboration versus Closing phase skills
Lessons
learned
vs Crea,on phase
Collabora,on
•  share the work done and delivered results vs Planning phase
•  be able to self-evaluate own’s contribution

•  practice the active listening within the team Collabora,on
vs Execu,on phase
•  reinforce the sense of belonging to the team

Collabora,on
vs Closing phase

Skills assessment:
the process
Skills assessment:
“Educating the mind without the ques,onnaire
educating the heart is no education

Ques,onnaire:
Sec,on I
at all”.
Ques,onnaire:
Sec,on II
Ques,onnaire:
Sec,on III
Aristotle
Ques,onnaire:
(Greek philosopher and polymath) Sec,on IV

In order to validate the PM Kit as a tool for developing the Skills assessment:
the process
students’ life skills, the school project must be completed

through the execution of two sessions of lessons learning. Skills assessment:
the ques,onnaire
Lessons learned •  it involves all students together with Ques,onnaire:

by students the teacher who acts as facilitator
Sec,on I
•  it’s based upon a mind map aimed at Ques,onnaire:

collecting the students’ impressions
Sec,on II
Ques,onnaire:
Sec,on III
Lessons learned •  it involves the teacher together with
by teachers the PM Tutor who acts as facilitator Ques,onnaire:
Sec,on IV
•  it’s based upon a questionnaire aimed
at collecting the teacher evaluations

The questionnaire for the “ex-post” assessment of the 21st Skills assessment:
the process
century skills is based upon the “Four Cs” and characterized

Skills assessment:
by four sections and two different levels of evaluation: the ques,onnaire
Ques,onnaire:
Detail level: aimed at evaluating the Sec$on I
Crea,ve thinking
Sec,on I
Cri,cal thinking
Communica,on
Collabora,on
impacts of the school project with Sec$on II
Ques,onnaire:
Sec$on III
regard to a specific “Four Cs” skill Sec,on II

Ques,onnaire:
Sec,on III
Global level: aimed at evaluating the
impacts of the school project seen Sec$on IV Ques,onnaire:
Sec,on IV
as a whole and not just skill by skill


Through the first section, the teacher assesses if school Skills assessment:
the process
project had a positive effect on each of the “Four Cs” skills.

This effect is evaluated in terms of intensity (low or high) Skills assessment:
the ques,onnaire
and number of students positively affected (few or many).

Ques,onnaire:
Sec,on I
Rules of compilation Sec$on I
High impact
Crea$ve thinking
Ques,onnaire:
•  in case of positive and Sec,on II
Cri$cal thinking
significant effects, put
Communica$on
an “X” in one of the four
Collabora$on
Ques,onnaire:
Low impact Sec,on III
boxes of the quadrant;
•  in case of no significant Few students Many students Ques,onnaire:
Sec,on IV
effects, leave blank the
quadrant.

Through the second section, the teacher assesses which of Skills assessment:
the process
the seven project management tools were more beneficial

in order to stimulate and improve the “Four Cs” skills of Skills assessment:
the ques,onnaire
the students involved in the school project.

Ques,onnaire:
Sec,on I
Rules of compilation Sec$on II

1.  Proj. iden$ty card
Crea$ve thinking
Ques,onnaire:
•  point out two tools that
Project Management Tools

Sec,on II
Cri$cal thinking
2.  Brainstorming
generated the greatest
Communica$on
3.  Mind map
contribution to each of
Collabora$on
4.  Ac$vity tree Ques,onnaire:
Sec,on III
the “Four Cs” skills; 5.  Project calendar
6.  Proj. traffic-‐lights
•  in case of no significant Ques,onnaire:
7.  Lessons learned Sec,on IV
effects, leave blank the
section.

Through the third section, the teacher has the opportunity, Skills assessment:
the process
not only to integrate the previous evaluations about the

effects produced by the school project, but also to suggest Skills assessment:
the ques,onnaire
possible improvements to the PM kit and its seven tools.

Ques,onnaire:
Sec,on I
Rules of compilation Sec$on III

1.  Addi$onal informa$on
Crea$ve thinking
•  Comments must concern concerning the effects
Ques,onnaire:
Sec,on II
Cri$cal thinking
a specific skill in order on this specific skill
Communica$on
to assure the links with
Collabora$on
Ques,onnaire:
2.  Improvements of the Sec,on III
the previous sections; kit to beRer develop
this specific skill
•  compiling is optional but Ques,onnaire:
Sec,on IV
can add value to the kit
and future experiences.

Through the fourth section, the teacher expresses a global Skills assessment:
the process
assessment in terms of overall satisfaction, willingness to

repeat similar experiences in the future, being in favour of Skills assessment:
the ques,onnaire
including project management in the school curriculum.

Ques,onnaire:
Sec,on I
Rules of compilation
Sec$on IV
•  Each assessment is expressed 1.  Overall sa$sfac$on
Ques,onnaire:
Sec,on II
through the choice (“X”) among

2.  Willingness to repeat
four alternatives (very positive, Ques,onnaire:
Sec,on III
positive, neutral and negative); 3.  Adop$on in curriculum
•  the last paragraph is aimed at 4.  Further considera$ons Ques,onnaire:

Sec,on IV
collecting other lessons learned
by the involved school teacher.

World Health
Organiza,on (UN)
“We have to rethink the fundamental

principles on which we're educating our Na,onal
Educa,on Assoc.
children. And the only way we'll do it is by

seeing our creative capacities for the Partnership for
21st century skills
richness they are and seeing our children

for the hope that they are”.
Ken Robinson
(International advisor on education)

This document is the product of an United Nations Inter-

World Health
Organiza,on (UN)
Agency Meeting held in Geneva on 6-7 April 1998. The aim

Na,onal
was to generate consensus among United Nations agencies Educa,on Assoc.
as to the broad definition and goals of life skills education

Partnership for
and strategies for its implementation. 21st century skills
The WHO Department of Mental Health

identified five basic areas of life skills:
•  decision-making and problem-solving
•  creative thinking and critical thinking
•  communication and interpersonal skills
•  self-awareness and empathy
•  coping with emotions, coping with stress
.
www.who.int/mental_health/media/en/30.pdf

World Health
The National Education Association (NEA) is committed to Organiza,on (UN)
advancing the cause of public education in the USA. With

Na,onal
three million members, NEA has affiliate organizations in Educa,on Assoc.
every state and in more than 14,000 communities. Partnership for

21st century skills
NEA has been an advocate of the
21st century education movement
and wants to empower educators to
move it forward in their practice.
NEA published An Educator’s Guide
to the “Four Cs” aimed at preparing
students for the global society.

World Health
The Partnership for 21st Century Skills (www.P21.org) Organiza,on (UN)
was founded in 2002 as a coalition bringing together the

Na,onal
business community, education leaders, and policymakers. Educa,on Assoc.
P21 mission statement is to serve as a catalyst to position Partnership for

21st century skills
21st century readiness at the center of US K12 education.
P21 promotes the Framework

for 21st Century Learning, a
holistic view of 21st century
teaching and learning that has
been adopted by educational
agencies and organizations.


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Project Management Kit for Primary School: Practice Guide for School Teachers

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Scenario of 21st

”We are currently preparing students 21st century most

are problems yet”.

Links with an inter-­‐

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Scenario of 21st

unlimited access to information from libraries,

hand, many students lack the skills to benefit

Links with PM kit

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Scenario of 21st

on the questions about how to move 21st century education

international organizations (see the seventh section of this

Over the years, there was a progressive convergence on a

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Scenario of 21st

Primary School, a methodological framework conceived by

Provide the teacher a set of guidelines for the

as a means to develop the students’ life skills.

Create the conditions for an ex-post analysis

its effects on the students’ learning curve.

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

element of the “Four Cs” model is correlated with the four

Mind map Project Lessons Document authors

Links with an inter-­‐

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Scenario of 21st

Section 1: introduction to the document objectives, 21st century most

Sections 2, 3, 4, 5: summary of the “Four Cs” model Document

ü Creative thinking

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Scenario of 21st

The distribution is free and can be done through Document

assuring the non-commercial use.

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

program aimed at spreading project management practices

the PMI Chapters of Northern Italy, France and Portugal.

The expected benefits of this inter-chapter program are:

• Recognition awards for the school teachers and students

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

“The illiterate of the 21st Century Crea,ve thinking

unlearn and relearn”.

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Creative thinking skills*

Think • Use a wide range of idea creation

• Create new and worthwhile ideas (both

• Elaborate, refine, analyze, and evaluate Crea,ve thinking

* Source: Copyright ® Partnership for 21 Century Skills, www.p21.org

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Creative thinking skills*

Work ideas to others effectively

• Demonstrate a high level of originality and Crea,ve thinking

• View failure as an opportunity to learn

* Source: Copyright ® Partnership for 21 Century Skills, www.p21.org

Content Crea,ve Cri,cal Communi-­‐ Collabo-­‐ Ex-­‐post Sources of

Creative thinking versus Creation phase

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Links with an inter-‐

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Links with an inter-‐

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

ü  Creative thinking

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  Recognition awards for the school teachers and students

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Think •  Use a wide range of idea creation

•  Create new and worthwhile ideas (both

•  Elaborate, refine, analyze, and evaluate Crea,ve thinking

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  Demonstrate a high level of originality and Crea,ve thinking

•  View failure as an opportunity to learn

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Brainstorming •  Brainstorming is a collaborative and powerful tool

Mind map •  The elaboration of the mind map allows to analyze

•  Creative thinking can open new branches and sub-

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Project •  Creative thinking is needed for the progressive Crea,ve thinking

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Project •  Creative thinking can be stimulated to the search Crea,ve thinking

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  perceive errors as an opportunity to improve and

•  evaluate the implemented ideas to capitalize the

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  Effectively analyze and evaluate

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  Solve different kinds of unfamiliar

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Project •  Critical thinking helps to evaluate the coherence Cri,cal thinking

Brainstorming •  Since the use of brainstorming is typically aimed

Mind map •  Critical thinking plays a fundamental role in this

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  imagine the results that would be obtained if the

•  make connections between the work done and new

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  express freely one’s ideas Communica,on

•  listen actively other students’ ideas

•  patiently wait one's turn

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  ask for explanations and clarifications

•  provide explanations and clarifications

•  use appropriate terms

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  motivate own fellows towards common goal

•  recognise and exploit useful information

Content Crea,ve Cri,cal Communi-‐ Collabo-‐ Ex-‐post Sources of

•  report clearly (who, when, why, what, ..)

•  pay attention to other students’ stories